This is about helping and supporting a learner to acquire the skills, knowledge and understanding that they need to drive safely and responsibly throughout their driving career. This means that the unit is not just about teaching a learner to pass a driver test. Instead, it is about developing the learner’s competence and their willingness to continue the learning process beyond their driving test. The competences which go to make up this unit are presented in four elements. However, it is important to understand that the first three of these elements represent different aspects, or layers, of a single, integrated, approach; an approach known as ‘client-centred learning’

​2 . It is not really possible or meaningful to attempt to demonstrate these competences in isolation. The fourth element, which is about group-based learning (typically but not always in a classroom environment) shares the ‘client-centred’ approach. However, it is presented here as a separate element to reflect the fact that some instructors may choose to never work in this environment. Client-centred learning is not about the learner taking charge of the learning process and deciding what is going to happen. Instead it is about creating a conversation between the learner and the instructor that is based on mutual respect. This approach is based on the idea that people resist taking on new understandings and resist modifying their behaviour if  the person who is trying to teach them fails to respect and value their idea of who they are  the person delivering the learning is not seen as ‘genuine’  the person delivering the learning is not seen as having legitimate authority In the context of learning to drive or ride, the instructor brings to the learning process their hard earned knowledge, understanding and experience. If they rely simply on telling the learner what they should do they will probably be able to teach them enough to pass their test. However, all the evidence suggests that learners in this sort of relationship do not really change the way they think and quickly forget what they have been taught. There is a better chance of a long-lasting change in understanding and behaviour if the instructor  presents their knowledge, understanding and experience clearly and effectively  listens to the learner’s reactions to that input  helps the learner to identify any obstacles to understanding and change  supports the learner to identify strategies for overcoming those obstacles for themselves 2 In this context the phrase ‘client-centred’ is taken to mean, broadly, the same thing as ‘student centred’ or ‘learner-centred’. National standard for driver and rider training 10 of 32 www.gov.uk/dvsa/driving-standards In this context this unit is not about teaching learners to perform driving or riding tasks in particular ways. While it is reasonable to encourage learners to practise particular methods for performing a given task, because there are clearly explainable benefits to that method, the outcome of the learning process should be that the learner has developed a safe and responsible method which they can apply consistently and reliably; not that they have learnt any one specified method. This unit contains four elements Element 6.3.1 – Create a climate that promotes learning Element 6.3.2 – Explain and demonstrate skills and techniques Element 6.3.3 – Coach Element 6.3.4 – Facilitate group-based learning Who this unit is for This unit is for people who train learner driver/riders of all vehicles. Glossary Your organisation This is the company you work for or, if you are self employed, the rules you have set for yourself to ensure that you comply with relevant legal and licensing requirements. Vehicle This covers all powered means of travel, such as cars, motorcycles, vans, etc. Driver/rider This includes drivers or riders of all vehicles. Learner This term can indicate novices, partly trained, trained or experienced driver/riders including those who may be adding a licence category. National standard for driver and rider training 11 of 32 www.gov.uk/dvsa/driving-standards Unit 6.3 – Enable safe and responsible driving/riding Element 6.3.1 – Create a climate that promotes learning About this element This element is about creating a relationship with the learner, and a context for their learning, that helps them to take ownership of their learning process. It is the foundation on which the next two elements are built. This approach is based on the understanding that learners who  are not engaged by the training  just receive information are less well equipped to deal with the wide range of challenges they will meet, when they drive independently, than those who are supported to be active learners. The element is also about ensuring that every learner has access to the same learning opportunities and is treated with equal respect. Performance standards You must be able to 1. establish an effective verbal and/or nonverbal communications strategy that  is free from discrimination  does not exploit the learner does not collude with risky behaviour or attitudes 2. make sure the learner fully understands the objectives, structure and formal assessment requirements of the programme 3. explain how you expect to work with the learner and how you expect them to work with you 4. make sure the learner understands what other opportunities, methods and resources are available and how these can be included in their overall learning process Knowledge and understanding requirements You must know and understand a. how to ensure and improve good verbal and/or non-verbal communication, such as by  using good eye-contact (where this is culturally acceptable)  using consistent language  breaking things into manageable pieces  using graphics, pictures and other visual aids to reinforce your words b. the content and principles of the relevant national standard for driving/riding c. the evidence that indicates that an active and lifelong approach to learning reduces the risk of crashes and the longterm cost of driving National standard for driver and rider training 12 of 32 www.gov.uk/dvsa/driving-standards 5. where appropriate, explain how parents, guardians, partners or carers can support learners with physical or cognitive disabilities 6. where a driver accompanies the learner on private practice, explain how they can be most effective in supporting the learner 7. explain how you intend to monitor and review the learner’s progress during the programme 8. agree the details of the learning plan with the learner  within the constraints of the overall programme  with the understanding that you may work with the learner to agree changes if required d. how to set clear guidelines for acceptable behaviour within the learning environment e. the effect of your own assumptions about particular groups within society on your ability to deliver effective learning f. the role of ‘individual learning plans’ and similar models for agreeing ways forward within learning programmes g. how to identify and deal with possible barriers to learning and achievement, including  delivery methods  times  location  lack of support for people with special needs  lack of facilities h. how to explain the objectives and structure of a learning programme, and your choice of methods, in a way that is appropriate for each learner i. how to include accompanying driver/riders in the learning process in a way that reinforces learning outcomes j. the scope for flexibility within the programme k. the credibility of the licence acquisition process with key stakeholders such as parents or employers l. the credibility of post-test assessments of driving competence with key stakeholders such as parents or employers m. external influences on the learner’s attitude to the learning process, such as economic factors and peer pressure